marla berrios software support and training specialist connecticut after school network
TRANSCRIPT
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Marla BerriosSoftware Support and Training Specialist
Connecticut After School Network
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Cayen AfterSchool21 Database Designated Data Entry Person
◦ 10 hours per week, set-up◦ 3-5 hours per week, weekly attendance
Data Requirements◦ Daily Attendance◦ Student Demographics (*SASID’s)◦ Teacher Surveys (EOY)
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For more information, contact:
Marla BerriosSoftware Support and Training Specialist
Connecticut After School Network
(203) [email protected]
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Ken AnthonyDirector of Professional Development
Connecticut After School Network
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Two tools which examine program practices to improve quality and reach outcomes
APT-Q (Questionnaire): reflects on aspects of quality that are not easily observed: “behind the scenes” programming -planning practices, frequency of offerings, connections with parents/schools
APT-O (Observation): obtains a snap shot of what afterschool programs look like “in action”
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Research-based, scientifically field-tested instruments designed specifically for afterschool programs
Helps define and communicate desirable practices to staff
Reflect on how program may be contributing to youth outcomes
Stimulates discussion regarding strengths and areas needing improvement
Guides the creation of program improvement goals
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A coaching relationship to develop high quality programming and practices for state-
funded After School Grant sites in Connecticut
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During this stage, you can expect to: Meet your Quality Advisor (QA) and show your program (typical day) Talk about your overall goals for going through the process Learn about the Quality Advising processReview NIOST (National Institute on Out-of-School Time) APT-O and APT-Q (Assessment of Afterschool Program Practices Observation Tool and Questionnaire) Answer any questions
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Prior to this stage, programs should complete the APT-Q
During this stage, you can expect to:Self-assess your program with your QA using the APT-OMeet, review, and discuss assessment resultsDetermine areas of focus moving forwardSubmit APT-Q to your QA on the day of the visit
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During this stage, you can expect to:Brainstorm ideas for goals with your QADiscuss priorities for top three goalsQA creates a summary report based on site visit discussions and observationsQA shares the report with the program
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During this stage, you can expect to:Create a Quality Improvement Plan (QIP) with your team based on feedbackfrom your QA Identify strategies to meet goalsDetermine additional needed resources and receive feedback from your QAComplete steps on your QIP
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During this stage, you can expect to:Go over progress on your QIP goals with your Quality Improvement TeamCelebrate successful progress in quality improvementDiscuss adjustments to your goals with your QA, if neededIdentify next steps and planning professional development needs
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Ken AnthonyDirector of Professional Development
Connecticut After School Network
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Starting Points◦ What does the community need?◦ What do the students need?◦ What are the outcomes you hope to achieve?◦ How will the program be delivered?◦ Who will the program staff be?◦ How does the program link to the school day?
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High quality programs contain the following:◦ Rich content that is engaging◦ Clear linkages to the school
(relationships/partnerships)◦ Curriculum that is linked to the CT Frameworks◦ Intentionality in the design and delivery
High quality programs consider:◦ How the transitions will be handled◦ A balance of academic, enrichment, and
recreational activities◦ Effective homework help and tutoring
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After School programs have the unique opportunity to strengthen the learning of the school day through “stealth” learning◦ Core academic competencies are reinforced
through hands on, experiential learning◦ These could be theme based with clear linkages
to the school day◦ Consider how an “after school style” of learning
differs from the school day
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Connections to content strands from the state frameworks/pacing guides
Infused learning through complimentary lesson planning
Boosts academic content of the school day by engaging the students as active participants in the learning
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How many hours per day/week does the program meet?
Is there a mix of academic and recreational activities in the schedule?
Are there planned transition times◦ snack◦ homework,◦ enrichment
How is the sign out procedure handled for safety?
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Monday Tuesday Wednesday Thursday Friday
3-3:30 pm
Snack
3:30-5 pm
Recreation Time & Academic Enrichment
5-6 pm Homework Tutorial
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Monday Tuesday Wednesday Thursday Friday3:30 – 4 Space: Cafeteria
Snack (60 students)
Staff: 3 teachers; 4 HS TA*
Snack (60) Snack (60) Snack (60) Snack (60)
4 – 4:30Space: Cafeteria + 1 or 2 classrooms
K-5H/W help (60)
Staff: 3 teachers; 4 HS TA
K-5H/W help (60)
K-5Field
Trips, Games or Arts & Crafts,
K-5H/W help (60)
K-5H/W help (60)
4:30 – 5:30Space: 1 classroom
K-2 Enrichment (20)
Staff:1 teacher; 2 HS TA
K-2 Enrichment (20)
Free yard play (60)Staff: 3 teachers; 4 HS TA
K-2 Enrichment (20)
K-2 Enrichment (20)
4:30 – 5:30Space: 1 classroom
3-5Art (20)
Staff: 1 teacher; 1 HS TA
3-5 Dance (20)
3-5 Art (20
3-5
Dance (20)
4:30 – 5:30 Space:
3-5 Sports (20)
Staff: 1 teacher; 1 HS TA
3-5 Sports (20)
Student Council (10)
3-5Sports (20)
3-5 Sports (20)
5:30 – 6Space: Cafeteria
Wrap upStaff: 1 teacher
Wrap up Wrap up Wrap up Wrap up
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Time Monday Tuesday Wednesday Thursday Friday1:40-2:00
SnackAfter School Teachers
2:00-3:00
Yard/BoardGamesAfter School Teachers
2:40- 3:00
SnackAfter School Teachers
SnackAfter School Teachers
SnackAfter School Teachers
SnackAfter School Teachers
3:00- 4:00
Homework & Literacy activityAfter School Teachers
Homework & Literacy activity After School Teachers
Homework & Literacy activity After School Teachers
Homework & Literacy activityAfter School Teachers
Science FridayUC Berkeley
3:00-4:00
Tutoring groupUC Berkeley BUILDS
Tutoring groupUC Berkeley BUILDS
Tutoring groupUC Berkeley BUILDS
Tutoring groupUC Berkeley BUILDS
Games and artUC Berkeley BUILDS
4:00-5:00
Computer 4 – 5th gradesJoel Miranda
Martial Arts4-5th grades Destiny Arts
Art 1st-3rd GradeSally Brown
Dance4-5th gradesDestiny Arts
Art1-3rd switchSally Brown
4:00-5:00
Sportand Rec
Sportsand Rec
Sportsand Rec
Sportsand Rec
Sportsand Rec
5:00-5:45
Closing activity Closing activity Closing activity Closing activity Closing activity
5:45-6:00
Dismissal Dismissal Dismissal Dismissal Dismissal
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Monday Tuesday Wednesday Thursday Friday3:30 – 4 Space: Cafeteria
Snack (60 students)
Staff: 3 teachers; 4 HS TA*
Snack (60) Snack (60) Snack (60) No Program
4 – 4:30Space: Cafeteria + 1 or 2 classrooms
Grade 6 – 7 Homework Help
Grade 6 – 7 Homework Help
Grade 6 – 7 Homework Help
Grade 6 – 7 Homework Help
4:30 – 5:30Space: 1 classroom
Grade 6
Paint like Monet
Grade 6
Hip Hop Aerobics
Grade 6 – 7
Painting Seminar
Grade 6
Hip Hop Aerobics
4:30 – 5:30Space: 1 classroom
Grade 7
Paint like Picasso
Grade 7
Robotics
Grade 7
Robotics
4:30 – 5:30 Space:
Grade 8
Service Learning I
Grade 8
Service Learning II
Grade 8
Service Learning I
Grade 8
Service Learning II
5:30 – 6Space: Cafeteria
Wrap upStaff: 1 teacher
Wrap up Wrap up Wrap up
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Best practices nationwide for staffing are 1:10
Established role of a site-coordinator◦ Linkages to the school◦ Hiring/firing of staff◦ Connections with parents
Staff Credentials
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Does your program have consistent staff?
Does your program rely on consultants and contractors to deliver the core content of the program? What are their qualifications?
Does your staff have opportunities to showcase their talents and passions to the children?
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Are you and your staff current in the field?◦ Professional Development and peer networking
helps build leadership capacity and maintain overall program quality
◦ Orientation is not enough, linking to school district professional development offerings, getting training in specialized areas that you would like to develop in your program, and attending webinars are some ways to boost the skill set of your staff
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Choose the right activities
Choose the right mix of staff
Create clear linkages to the school day to reinforce the learning
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Program Design◦Do you get input from the children?◦Is your schedule balanced (multiple
options/activities)?◦Are there opportunities for growth and
exploration (for both staff and children)?◦How are you involving families?◦What are you doing for Professional
Development?
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Annual Conferences Professional Development Resource Library Monthly Webinars Training and Consultation Service Website www.ctafterschoolnetwork.org
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For more information, contact:
Ken AnthonyDirector of Professional Development
Connecticut After School Network
(860) [email protected]
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Michelle Doucette CunninghamExecutive Director
Connecticut After School Network
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YOUTHIMPACTS
AcademicSocial/behavioral
PhysicalPrevention
AfterschoolPrograms
Before/after schoolSummerWeekend
Quality programswhich have…
Strong partnershipswith schools, families,
and other CBOs.
Access to and sustained
participation in…
FAMILYIMPACTS
Connections to School
Involvement in Learning
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All grantees must commit a minimum of five percent of their grant budget to support parent involvement activities including staff training to support parent involvement activities
Offers parents a broad range of activities to promote parent involvement. (10 pts.)
5% x $200,000 = $10,000
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Program
Management
Program Governance,
Leadership and advocacy
Improve Program Effectiveness
Level III
Active Participation
Volunteering in Programs
Community Linked Services
Improves Program Climate
Level II
Level IBroad Participation and General Support
Community-Linked Services
Learning Activities at home
Two-way Home-to-Program Communication
Parenting Skills to meet basic family obligations
Improves Student Achievement
Levels of Involvement
in Afterschool
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Materials and training to help parents work with their children
Training for staff on how to reach out to, communicate with and work with parents
Transportation and child care costs to enable parents to participate in meetings and training sessions.
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Training parents to enhance the involvement of other parents.
Establishing a parent advisory council. Developing appropriate roles for
community-based organizations and businesses in parent involvement activities.
Providing such other reasonable support for parental involvement activities as parents may request.
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Ask students to write invitations to their parents -Or have a fold-over invitation printed and have each student add an illustration to the cover.
Allow children to attend - Set up an activity for the children while the parents are engaged in the meeting. Recruit a parent-teacher team to plan it and provide adult supervision during the event.
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Section B. Program Design: Provides a description of the partnership and working relationship between a local educational agency or school and community-based organization(s) or another public or private organization. (5 pts.)
Section D. Management Plan: Provides a description of the coordination of proposed project, between parents, teachers, the community and students. Includes planning and preparation time for after-school teachers to align the program activities with the daily classroom expectations. (10 pts.)
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Strength-based: Allow partners to do what they do best
Complementary: Provide services that are not provided by the main partner
Integrated: Regular meetings and structure that promotes coordination
Cost-effective: Provides good values for the services provided
Capacity-building: Strengthens both partners
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For more information, contact:
Michelle Doucette CunninghamExecutive Director
Connecticut After School Network
(860) [email protected]